Objective To explore the challenges existing in graduate education of nursing master's degree and put forward corresponding countermeasures. Methods The theme framework method was used to analyze the special evaluation summary report from 28 universities and 15 experts' comments during a special evaluation for candidates of master degree of nursing in 2014. Results It was found that 53.6%(15/28) of the training institutions for master of nursing degree were located in the eastern developed areas, while high-uality talents were scarce in the western region. And 14.3%(4/28) of the training institutions and 4 experts believed that the training objectives of various professional fields of nursing professimal degree were still unclear. The results also showed that 21.4%(6/28) of the training institutions and 5 experts thought that the type of clinical practice base could not meet the requirements of professional degree practice The setting of training links such as course teaching and clinical practice can not reflect the training goal of professional degree meeting the needs of clinical posts. Conclusions There are still some problems in the professional degree education of master of nursing, such as the mismatch between the supply and demand of talents in the eastern and western regions, the ineffective integration of resources such as clinical practice base, teaching staff and funding, and weak training links. In the future, it is necessary to strengthen the discipline construction, improve the support and training system construction, so as to cultivate high-level practical nursing talents.
Jia Jinzhong
,
Cao Wei
,
Wei Ruinan
,
Song Hong
,
Wang Zhifeng
,
Duan Liping
. Current situation of graduate education for master candidates of nursing[J]. Chinese Journal of Medical Education, 2020
, 40(11)
: 921
-925
.
DOI: 10.3760/cma.j.cn115259-20200318-00372
[1] 中国学位与研究生教育发展年度报告2017. 中国学位与研究生教育发展年度报告2017[M]. 北京:高等教育出版社,2020.
[2]国务院中共中央. 中共中央 国务院印发《“健康中国2030”规划纲要》[EB/OL]. [2017-05-15]. http://www.gov.cn/zhengce/2016-10/25/content_5124174.htm.
[3]曹炜, 刘阳, 王志锋. 28所院校护理硕士专业学位研究生培养现状及问题分析[J].中华现代护理杂志,2016,22(17):2374-2377,2378. DOI: 10.3760/cma.j.issn.1674-2907.2016.17.002.
[4]Hussey S, Hoddinott P, Wilson P, et al. Sickness certification system in the United Kingdom: qualitative study of views of general practitioners in Scotland[J]. BMJ, 2004,328(7431):88. DOI: 10.1136/bmj.37949.656389.EE.
[5]蒋小平, 颜莉, 郑显兰, 等. 护理硕士专业学位研究生培养方案关键要素的构建[J].中国护理管理,2015,15(7):811-816. DOI: 10.3969/j.issn.1672-1756.2015.07.012.
[6]曾兢, 陈小菊, 何春渝. 护士敬业度的研究现状及展望[J].解放军护理杂志,2019,36(7):66-69. DOI: 10.3969/j.issn.1008-9993.2019.07.016.
[7]杨丽, 仰曙芬, 隋树杰, 等. 国外护理课程设置对我国高等护理教育的启示[J].中国高等医学教育,2014(3):4-5. DOI: 10.3969/j.issn.1002-1701.2014.03.003.
[8]李慧.不同层次护理专业教育的比较研究[D].乌鲁木齐:新疆医科大学,2010.
[9]贾金忠,曹炜,于晨,等. 护理硕士专业学位教育的特征、发展基础与发展路径[J].中华现代护理杂志,2016,22(17):2385-2388. DOI: 10.3760/cma.j.issn.1674-2907.2016.17.005.
[10]中国学位与研究生教育发展年度报告课题组. 中国学位与研究生教育发展年度报告2018[M]. 北京:清华大学出版社,2020.
[11]陈晓昱, 钱志刚. 护理硕士专业学位研究生教育现状调查及分析[J].齐鲁护理杂志,2017,23(17):32-34. DOI: 10.3969/j.issn.1006-7256.2017.17.012.
[12]张亚云, 王明明, 孙铮. 我国护理学专业学位研究生教育现状的文献计量分析[J].护理学杂志,2016,31(15):94-96. DOI: 10.3870/j.issn.1001-4152.2016.15.094.
[13]张凤娃, 宋秀荣, 韩琳. 护理学科国家自然科学基金中标项目情况分析[J].中国护理管理,2016,16(6):763-766. DOI: 10.3969/j.issn.1672-1756.2016.06.011.
[14]葛伟, 徐莎莎, 曹宝花, 等. 护理硕士专业学位研究生教育培养现况与期望需求比较研究[J].护理研究,2017,31(12):1450-1453. DOI: 10.3969/j.issn.1009-6493.2017.12.013.
[15]杜世正, 徐桂华, 王爱红. 我国护理硕士专业学位教育的SWOT分析[J].解放军护理杂志,2011,28(22):1-4. DOI: 10.3969/j.issn.1008-9993.2011.22.001.
